A PRELIMINARY-STUDY OF INCLUSIVE SPECIAL-EDUCATION SERVICES FOR INFANTS, TODDLERS, AND PRESCHOOL-AGE CHILDREN IN CALIFORNIA

A sample of early childhood special education (ECSE) administrators in California was surveyed to gather information about the structure and organizational components of inclusive services for infants, toddlers and preschool-age children. The results indicate that the availabilit y of inclusive services and type of service delivery models vary accor ding to the child's age and disability. Programs for infants tend to b e home based, and many infants have no opportunities for educational s ervices in settings with typically developing peers. Services for pres choolers tend to fall into two configurations: children with mild disa bilities who are frequently fully included and children with severe di sabilities and low-incidence disabilities who are more often partially included or placed in special day classes only. The services provided most frequently in inclusive programs are related services and consul tation to families, community preschools, and other agencies. In many programs, special education teachers do not work with children on-site in the inclusive setting. Family services other than consultation are offered much less often, especially by preschool programs. The result s suggest that although inclusive services are available in many local education agencies (LEAs) service delivery models may not be conduciv e to the implementation of interventions needed to support optimal soc ial and developmental outcomes for children.